Fundamentals of a Good National History Day Project

Fundamentals of a Good History DayFundamentals of a Good History Day
ProjectProject
Provided by National History Day in North CarolinaProvided by National History Day in North Carolina
Office of Archives and HistoryOffice of Archives and History
N. C. Department of Cultural ResourcesN. C. Department of Cultural Resources
www.nchistoryday.orgwww.nchistoryday.org

ContentsContents
 Basic Information, 3-4Basic Information, 3-4
 Getting Started, 5-6Getting Started, 5-6
 Developing a thesis, 7-8Developing a thesis, 7-8
 Doing Research, 9-13Doing Research, 9-13
 Creating a Bibliography,Creating a Bibliography,
14-1714-17
 Creating a ProcessCreating a Process
Paper, 18Paper, 18
 Developing Your Project,Developing Your Project,
19-2219-22
 Narrative v. Analysis, 23Narrative v. Analysis, 23
 Categories, 24Categories, 24
 Papers, 25-26Papers, 25-26
 Web Sites, 27-29Web Sites, 27-29
 Documentaries, 30-32Documentaries, 30-32
 Performances, 33-34Performances, 33-34
 Exhibits, 35-40Exhibits, 35-40
 Judging, 41-45Judging, 41-45
 Key Terms, 46-48Key Terms, 46-48
 Contacts, 49Contacts, 49

Basic InformationBasic Information
 Students will compete in either the junior or theStudents will compete in either the junior or the
senior divisionsenior division
 Junior Division is grades 6 through 8Junior Division is grades 6 through 8
 Senior Division is grades 9 through 12Senior Division is grades 9 through 12
 In all categories except historical papers, whichIn all categories except historical papers, which
is only for individuals, you may choose tois only for individuals, you may choose to
participate as an individual or in a group of 2 to 5participate as an individual or in a group of 2 to 5
peoplepeople
 Students from different grades may workStudents from different grades may work
together, but they must be in the same divisiontogether, but they must be in the same division

Basic InformationBasic Information
Working in GroupsWorking in Groups
• If you decide to work in a group, you need to thinkIf you decide to work in a group, you need to think
about whether those you are considering working withabout whether those you are considering working with
have the same work ethic and similar study/workhave the same work ethic and similar study/work
habits. (For example: some students like to be readyhabits. (For example: some students like to be ready
way in advance while others prefer working right toway in advance while others prefer working right to
the deadline.)the deadline.)
• Make sure potential teammates have the same visionMake sure potential teammates have the same vision
for the project. Will everyone want to continue to workfor the project. Will everyone want to continue to work
on the project as long as it advances to another levelon the project as long as it advances to another level
or will they quit when the basic requirements are met?or will they quit when the basic requirements are met?

Getting StartedGetting Started
 Begin by reading the rules for all categories. YouBegin by reading the rules for all categories. You
may download them atmay download them at
http://www.nhd.org/images/uploads/RuleBook14.pdf.http://www.nhd.org/images/uploads/RuleBook14.pdf.
 With approval of your teacher, you may chooseWith approval of your teacher, you may choose
a topic from world, national, state, or locala topic from world, national, state, or local
history.history.
 Your topic needs to relate to the annual theme.Your topic needs to relate to the annual theme.
You may find theme information atYou may find theme information at
http://www.nhd.org/AnnualTheme.htm.http://www.nhd.org/AnnualTheme.htm.
 As you explore topics, make a list of how theyAs you explore topics, make a list of how they
may relate to the thememay relate to the theme

Getting StartedGetting Started
 Begin by doing preliminary research on a topicBegin by doing preliminary research on a topic
that interests youthat interests you
 As an example we will use the Wright BrothersAs an example we will use the Wright Brothers
flightflight
 Examine some secondary sources* such as aExamine some secondary sources* such as a
book about the Wrights or about aviationbook about the Wrights or about aviation
 *Secondary sources are ones that were written or created by*Secondary sources are ones that were written or created by
someone who wassomeone who was notnot an eyewitness or a participant in thean eyewitness or a participant in the
historical event or period. They are important because they providehistorical event or period. They are important because they provide
context and varied opinions of the event.context and varied opinions of the event.

Developing a ThesisDeveloping a Thesis
You need to develop a main idea that willYou need to develop a main idea that will
serve as the point or points you will proveserve as the point or points you will prove
in your project. The rest of your project willin your project. The rest of your project will
support your thesis statement.support your thesis statement.
Your thesis may begin as a question: forYour thesis may begin as a question: for
example, why was the first flight soexample, why was the first flight so
significant?significant?
Eventually this question will be made intoEventually this question will be made into
a statement—your thesis statementa statement—your thesis statement

On December 17, 1903, Orville andOn December 17, 1903, Orville and
Wilbur Wright accomplished the firstWilbur Wright accomplished the first
powered flight at Kitty Hawk, Northpowered flight at Kitty Hawk, North
Carolina. Even though it lasted onlyCarolina. Even though it lasted only
12-seconds, it was the foundation for12-seconds, it was the foundation for
the development of aviation as wethe development of aviation as we
know it today.know it today.
Sample Statement

Doing ResearchDoing Research
 Use both primary* and secondary sourcesUse both primary* and secondary sources
 Use a wide variety of sources—not just theUse a wide variety of sources—not just the
internetinternet
 There is no minimum or maximum number ofThere is no minimum or maximum number of
sources required. You should use as many assources required. You should use as many as
you need to prove your thesis statement andyou need to prove your thesis statement and
present various viewpoints. It is important topresent various viewpoints. It is important to
have some good primary sources.have some good primary sources.
 *Primary sources are ones that were created or in use during the*Primary sources are ones that were created or in use during the
period being studied. They may include diaries, documents, oralperiod being studied. They may include diaries, documents, oral
history interviews with people from that time, published speeches,history interviews with people from that time, published speeches,
photographs, maps, music, newspapers, magazines, etc.photographs, maps, music, newspapers, magazines, etc.

There are many good sources on theThere are many good sources on the
internet as well, but be sure to use reliableinternet as well, but be sure to use reliable
sites, such as those from governmentsites, such as those from government
(.gov), university (.edu) or reputable(.gov), university (.edu) or reputable
organizations (.org)organizations (.org)
Evaluate all web sites, as well as all otherEvaluate all web sites, as well as all other
sources, as to their reliability or their biassources, as to their reliability or their bias
Do not rely on unsupervised sites likeDo not rely on unsupervised sites like
WikipediaWikipedia

As you examine your sources, keep trackAs you examine your sources, keep track
of them in a notebook or on note cardsof them in a notebook or on note cards
Record the information you will need toRecord the information you will need to
create a bibliographic entrycreate a bibliographic entry
Note whether it is a primary or secondaryNote whether it is a primary or secondary
sourcesource
Write down what important things youWrite down what important things you
learn from the sourcelearn from the source

 Write down questions it raises for youWrite down questions it raises for you
 Ex: Does the author have a bias or a particular pointEx: Does the author have a bias or a particular point
of view? Does it contradict another source you’veof view? Does it contradict another source you’ve
seen?seen?
 Write down quotations or main thoughts youWrite down quotations or main thoughts you
might use in your project, and be sure to includemight use in your project, and be sure to include
page numberspage numbers
 In secondary sources, check the bibliography toIn secondary sources, check the bibliography to
see what other sources the author used that yousee what other sources the author used that you
might also examinemight also examine

Doing Research—Places to LookDoing Research—Places to Look
School, public, or college librariesSchool, public, or college libraries
ArchivesArchives
MuseumsMuseums
Historic SitesHistoric Sites
Local, State, or National OrganizationsLocal, State, or National Organizations
Personal Papers or PhotographsPersonal Papers or Photographs
Personal InterviewsPersonal Interviews

Creating a BibliographyCreating a Bibliography
You will create an annotated bibliographyYou will create an annotated bibliography
using either MLA or Turabian style guideusing either MLA or Turabian style guide
Divide your bibliography into primary andDivide your bibliography into primary and
secondary sourcessecondary sources
Create an annotation for each source—Create an annotation for each source—
the annotation should tell how that sourcethe annotation should tell how that source
was useful in understanding your projectwas useful in understanding your project
It should not be an overview of everything inIt should not be an overview of everything in
the sourcethe source

Edmonston, Catherine. Diary of a Secesh Lady: The Diary of
Catherine Ann Devereaux Edmonston. Raleigh: North
Carolina Division of Archives and History, 1979.
Secondary Sources
Franklin, John Hope. From Slavery to Freedom. New
York: A.A. Knopf, 1947.
Primary Sources
From this source I learned how Mrs. Edmonston
viewed slaves on her plantation. It helped me see how
they were viewed as property rather than people.
This provided me with a good overview of the
history of African Americans.
Sample bibliography
entries

 TipsTips
 Provide a complete citation. Someone reading yourProvide a complete citation. Someone reading your
bibliography should know where to go and find thatbibliography should know where to go and find that
source based on the information you give.source based on the information you give.
 If you pull a primary source document from aIf you pull a primary source document from a
secondary source, the main source should be listedsecondary source, the main source should be listed
under secondary sources. Use your annotation tounder secondary sources. Use your annotation to
explain that it included some primary source items.explain that it included some primary source items.
 Do not list single photographs in your bibliography.Do not list single photographs in your bibliography.
List the source or website where the photo was found.List the source or website where the photo was found.
If you have many instances of using a single photoIf you have many instances of using a single photo
and nothing else of substance from a source, create aand nothing else of substance from a source, create a
separate section of the bibliography entitled “Photoseparate section of the bibliography entitled “Photo
Sources” and list them there.Sources” and list them there.

Tips—sample photo bibliographic entryTips—sample photo bibliographic entry
““The Nineteenth Century in Print.” AmericanThe Nineteenth Century in Print.” American
Memory, Library of Congress. OnlineMemory, Library of Congress. Online
collection.collection. http://memory.loc.gov/ammem/ndlpcoop/moahtml/mnchome.htmlhttp://memory.loc.gov/ammem/ndlpcoop/moahtml/mnchome.html
This source provided a number of primary source images about 19This source provided a number of primary source images about 19th-th-
century life that I was able to use in my documentary.century life that I was able to use in my documentary.
Photo SourcesPhoto Sources
 ““Ku Klux Klan Parade,” 1926Ku Klux Klan Parade,” 1926 http://www.flickr.com/photos/32912172http://www.flickr.com/photos/32912172
 ““We Serve Whites Only,” http://blog.joehuffman.org/content/binary/WhitesOnly.gifWe Serve Whites Only,” http://blog.joehuffman.org/content/binary/WhitesOnly.gif

Creating a Process PaperCreating a Process Paper
 Your process paper should be stapled to yourYour process paper should be stapled to your
bibliography. It should not exceed 500 wordsbibliography. It should not exceed 500 words
and it should tell:and it should tell:
 How you chose your topicHow you chose your topic
 Where you did your research (in general terms). YouWhere you did your research (in general terms). You
might say “I started at my school library and went to amight say “I started at my school library and went to a
university library, looked on the internet, etc.”university library, looked on the internet, etc.”
 How you put your project together: some basic factsHow you put your project together: some basic facts
like how you made your exhibit board, how youlike how you made your exhibit board, how you
designed your props, what editing program you used,designed your props, what editing program you used,
etc.etc.
 How your topic relates to the themeHow your topic relates to the theme

Developing Your ProjectDeveloping Your Project
 When you have a good grasp of your subject,When you have a good grasp of your subject,
and a sufficient number of good sources, you willand a sufficient number of good sources, you will
choose how to present that informationchoose how to present that information
 You may choose one of 5 categories: historicalYou may choose one of 5 categories: historical
paper, exhibit, performance, documentary, webpaper, exhibit, performance, documentary, web
sitesite
 In all categories except historical papers, youIn all categories except historical papers, you
may choose to participate as an individual or inmay choose to participate as an individual or in
a group of 2 to 5 people. Papers are individualsa group of 2 to 5 people. Papers are individuals
only.only.

 Create an introduction that includes your thesisCreate an introduction that includes your thesis
statementstatement
 The body of your project should include the mainThe body of your project should include the main
ideas that you learned from your research andideas that you learned from your research and
that support your thesisthat support your thesis
 Demonstrating historical significance requiresDemonstrating historical significance requires
you to show change over timeyou to show change over time
 Include context (what the situation was before theInclude context (what the situation was before the
event), describe the event itself, and explain howevent), describe the event itself, and explain how
history was changed because of the eventhistory was changed because of the event

 Demonstrate that you have considered differentDemonstrate that you have considered different
views, including opinions that may differ fromviews, including opinions that may differ from
your own, about this event. Indicate why youyour own, about this event. Indicate why you
think they are right or wrong.think they are right or wrong.
 Remember to make the connection to the themeRemember to make the connection to the theme
wherever you can without overdoing it. It is notwherever you can without overdoing it. It is not
good enough to mention it only in thegood enough to mention it only in the
introduction.introduction.
 Draw a conclusion that re-states the main ideasDraw a conclusion that re-states the main ideas
from your thesis statementfrom your thesis statement

Create an interesting title, preferably oneCreate an interesting title, preferably one
that indicates the connection to the themethat indicates the connection to the theme
If needed, use a subtitle to further clarifyIf needed, use a subtitle to further clarify
your ideayour idea
Use the body of your project to show theUse the body of your project to show the
evidence that supports your thesisevidence that supports your thesis

Narrative vs. AnalyticalNarrative vs. Analytical
Your project must show analysis. It is notYour project must show analysis. It is not
sufficient to just tell that things happen.sufficient to just tell that things happen.
You must explain why they are important.You must explain why they are important.
Narrative: On December 7, 1941 theNarrative: On December 7, 1941 the
Japanese attacked Pearl Harbor.Japanese attacked Pearl Harbor.
Analytical: On December 7, 1941 theAnalytical: On December 7, 1941 the
Japanese attacked Pearl Harbor, whichJapanese attacked Pearl Harbor, which
brought the United States into the conflict andbrought the United States into the conflict and
changed the outcome of the war.changed the outcome of the war.

CategoriesCategories
 TipsTips
 In choosing a category, think about your ownIn choosing a category, think about your own
strengths and interests; but also think about whichstrengths and interests; but also think about which
category best suits your topic. For example, if yourcategory best suits your topic. For example, if your
topic does not lend itself to many images, you mighttopic does not lend itself to many images, you might
want to think about a historical paper or performance,want to think about a historical paper or performance,
which do not need images, rather than documentary,which do not need images, rather than documentary,
which needs many.which needs many.
 Once you decide upon a category, read the rules forOnce you decide upon a category, read the rules for
that category periodically to make sure you arethat category periodically to make sure you are
following them. Knowing and following the rules isfollowing them. Knowing and following the rules is
your responsibility.your responsibility.

Individual Category--PapersIndividual Category--Papers
Historical papers are for individualHistorical papers are for individual
participation onlyparticipation only
The title page should haveThe title page should have onlyonly the title,the title,
the student name(s), and the category andthe student name(s), and the category and
division and applicable word counts. (Seedivision and applicable word counts. (See
the rule book for more information.)the rule book for more information.)
Do not put art or other things on the titleDo not put art or other things on the title
page, and do not use a binderpage, and do not use a binder

Individual Category--PapersIndividual Category--Papers
 Be sure to include footnotes or citations withinBe sure to include footnotes or citations within
your paper to give credit to the ideas of othersyour paper to give credit to the ideas of others
 The paper must be no less than 1,500 wordsThe paper must be no less than 1,500 words
and no more than 2,500 wordsand no more than 2,500 words
 TipsTips
 Proof, proof, proof your paper. Ask others to read it.Proof, proof, proof your paper. Ask others to read it.
 Try reading it out loud to see how it sounds to youTry reading it out loud to see how it sounds to you
 Be consistent in the tenses you use. Do not switchBe consistent in the tenses you use. Do not switch
between past and present.between past and present.
 See sample:See sample:
http://www.nationalhistoryday.org/CategoryPaper.htmhttp://www.nationalhistoryday.org/CategoryPaper.htm

Individual and Group Categories—Individual and Group Categories—
Web SitesWeb Sites
 May contain no more than 1200May contain no more than 1200 studentstudent
composedcomposed wordswords
 Quotations, illustrations, charts, etc. not created byQuotations, illustrations, charts, etc. not created by
the student are not included in the word countthe student are not included in the word count
 Create the web site using the web site editorCreate the web site using the web site editor
accessed at the NHD web siteaccessed at the NHD web site
 Home page should include student name(s), title,Home page should include student name(s), title,
category, division, number of student-composedcategory, division, number of student-composed
words in the website, number of words in the processwords in the website, number of words in the process
paper, and a menu that directs the viewer to otherpaper, and a menu that directs the viewer to other
parts of the projectparts of the project

Web SitesWeb Sites
 All pages must be connected with hypertextAll pages must be connected with hypertext
links; automatic redirects are not permittedlinks; automatic redirects are not permitted
 The bibliography must be included on the webThe bibliography must be included on the web
site butsite but will notwill not be included in the word countbe included in the word count
 The website may contain multimedia clips
(audio, video, or both) that total no more
than four minutes (e.g., use one four-minute clip,
four one-minute clips, two two-minute clips, etc.).
Included in the four-minute total is any music or songs
that play after a page loads. Clips should not containClips should not contain
student composed wordsstudent composed words

Web SitesWeb Sites
 TipsTips
 Be sure that the project contains all of the elements ofBe sure that the project contains all of the elements of
any good History Day project—thesis statement,any good History Day project—thesis statement,
body, conclusionbody, conclusion
 Use images, charts, interviews, etc. to illustrate theUse images, charts, interviews, etc. to illustrate the
points you will make using your 1200 wordspoints you will make using your 1200 words
 Organize your web site so people may go to any ofOrganize your web site so people may go to any of
the tabs and still understand your point—in otherthe tabs and still understand your point—in other
words, they don’t have to go in a particular order towords, they don’t have to go in a particular order to
understand it.understand it.
 See sample:See sample: http://www.nationalhistoryday.org/CategoryWebsite.htmhttp://www.nationalhistoryday.org/CategoryWebsite.htm

DocumentariesDocumentaries
 Documentaries may be no longer than 10Documentaries may be no longer than 10
minutesminutes
 Your thesis statement should be obvious in theYour thesis statement should be obvious in the
presentation. It should also have all thepresentation. It should also have all the
elements of any good History Day project.elements of any good History Day project.
 Include a brief list of sources at the end of theInclude a brief list of sources at the end of the
projectproject
 TipsTips
 Create a story board that shows what illustrations willCreate a story board that shows what illustrations will
be used with each part of your scriptbe used with each part of your script

DocumentariesDocumentaries
 TipsTips
 The strongest documentaries will have a voice narration and willThe strongest documentaries will have a voice narration and will
make good use of documentary photographs and film clips (likemake good use of documentary photographs and film clips (like
those documentaries you see on PBS or History Channel)those documentaries you see on PBS or History Channel)
 It is good to incorporate interviews with people who experiencedIt is good to incorporate interviews with people who experienced
the event or with expertsthe event or with experts
 However, use only as much of a clip as you need to supportHowever, use only as much of a clip as you need to support
your point. The judges want to know whatyour point. The judges want to know what youyou know.know.
 Use all the time allotted to you. A 10-min documentary will haveUse all the time allotted to you. A 10-min documentary will have
more info than an 8-min one.more info than an 8-min one.
 See sample:See sample: http://www.nationalhistoryday.org/CategoryDocumentary.htmhttp://www.nationalhistoryday.org/CategoryDocumentary.htm

Sample Story BoardSample Story Board
Sketch or Describe scene
Opening shot of a bird in flight
Outline script or voiceover
For hundreds of years man
dreamed of being able to
soar like the birds…
Production Notes
Fade to next shot
Sketch or Describe scene Outline script or voiceover Production Notes

PerformancesPerformances
 Performances may not be longer than 10Performances may not be longer than 10
minutes in lengthminutes in length
 Students are responsible for writing the scriptStudents are responsible for writing the script
and creating any backdropsand creating any backdrops
 TipsTips
 Plan movements for each part of your play. KnowPlan movements for each part of your play. Know
where you will be standing, sitting or stooping forwhere you will be standing, sitting or stooping for
each part of the script. Think about facial expressionseach part of the script. Think about facial expressions
and gestures. You may want to use a story boardand gestures. You may want to use a story board
similar to the one for documentaries to track thesesimilar to the one for documentaries to track these
things.things.

PerformancesPerformances
 TipsTips
 Keep sets (backdrops, props) as simple as possible.Keep sets (backdrops, props) as simple as possible.
Remember you must be able to set them up and takeRemember you must be able to set them up and take
them down by yourself.them down by yourself.
 Costumes can be simple as well. For instance, if youCostumes can be simple as well. For instance, if you
change characters within your play, you might usechange characters within your play, you might use
just a hat or a shawl to indicate a new character.just a hat or a shawl to indicate a new character.
Transitions should be as quick as possible.Transitions should be as quick as possible.
 To be successful in performance you mustTo be successful in performance you must actact..
Project your words and show emotion!Project your words and show emotion!
 See sample:See sample: http://www.nationalhistoryday.org/CategoryPerformance.htmhttp://www.nationalhistoryday.org/CategoryPerformance.htm

ExhibitsExhibits
Exhibits may be no more than 6 ft. high,Exhibits may be no more than 6 ft. high,
40 inches wide, and 30 inches deep.40 inches wide, and 30 inches deep.
Circular exhibits may be 30 inches inCircular exhibits may be 30 inches in
diameter.diameter.
They may not have any more than 500They may not have any more than 500
student-generated wordsstudent-generated words
Brief citations citing sources and directBrief citations citing sources and direct
quotations from others do not count in thequotations from others do not count in the
500-word limit500-word limit

ExhibitsExhibits
TipsTips
Begin by writing five 100-word paragraphsBegin by writing five 100-word paragraphs
that describe the significance of your topic.that describe the significance of your topic.
One should be your thesis statement, anotherOne should be your thesis statement, another
your conclusion. The other words can beyour conclusion. The other words can be
distributed among your labels to interpret yourdistributed among your labels to interpret your
project.project.
Do not use excessive quotations in yourDo not use excessive quotations in your
exhibit. Use only those items that will help youexhibit. Use only those items that will help you
make your point.make your point.

ExhibitsExhibits
TipsTips
Do not use large blocks of text. AnDo not use large blocks of text. An
exhibit is a visual category, so youexhibit is a visual category, so you
use a minimum of words and gooduse a minimum of words and good
illustrations.illustrations.
Make sure your exhibit is organizedMake sure your exhibit is organized
logically to make it easy to followlogically to make it easy to follow

ExhibitsExhibits
TipsTips
Choose words and illustrations carefully. YourChoose words and illustrations carefully. Your
board should not look cluttered.board should not look cluttered.
While tri-fold designs are most often used,While tri-fold designs are most often used,
you may use other designs as long as they doyou may use other designs as long as they do
not exceed size limits.not exceed size limits.
Use all the space allotted to you. A 6-ft exhibitUse all the space allotted to you. A 6-ft exhibit
will allow for more information in an attractivewill allow for more information in an attractive
layout than will a 4-ft board.layout than will a 4-ft board.

Sample Exhibit LayoutSample Exhibit Layout
(Tri-fold design)(Tri-fold design)
Th e s is
S ta te m e n t
C o n c lu s io n
S e c tio n H e a d e r
S e c t io n H e a d e r
P h o to s , p ic t u r e s ,
d o c u m e n ts ,
n e w s p a p e r h e a d in g s ,
e t c . w ith la b e ls th a t
p r o v id e c o n te x t.
W h a t w e r e t h in g s lik e le a d in g
u p to th e e v e n t?
d o c u m e n ts ,
e t c . w ith la b e ls
d e s c r ib in g th e h is t o r ic a l e v e n t .
d o c u m e n ts ,
e t c . w ith la b e ls e x p la in in g
h o w th in g s
c h a n g e d a s a r e s u lt o f th e
e v e n t. M e n t io n
c u r r e n t is s u e s if
a p p lic a b le .
T h is p a n e l
T h is p a n e l

Judging ProjectsJudging Projects
 Projects will be reviewed by qualified judges atProjects will be reviewed by qualified judges at
each level of competition. Their primary purposeeach level of competition. Their primary purpose
is to help you continue to learn from youris to help you continue to learn from your
experience.experience.
 They will read your paperwork and view yourThey will read your paperwork and view your
projectproject
 The judges will ask you questions about yourThe judges will ask you questions about your
project. They may ask specific questions aboutproject. They may ask specific questions about
your topic or they may ask questions such asyour topic or they may ask questions such as
“What was your most useful source?”“What was your most useful source?”
 The judges will provide feedback to suggestThe judges will provide feedback to suggest
ways to improve your projectways to improve your project

Your project will be judged on theYour project will be judged on the
following criteria:following criteria:
Historical Quality—60% of the scoreHistorical Quality—60% of the score
The project must demonstrate:The project must demonstrate:
 Historical Accuracy and Historical SignificanceHistorical Accuracy and Historical Significance
 Analysis and InterpretationAnalysis and Interpretation
 Historical Context and PerspectiveHistorical Context and Perspective
 BalanceBalance
 Solid Research using both primary and secondarySolid Research using both primary and secondary
sourcessources

Clarity of Presentation—20%Clarity of Presentation—20%
Original, creative, well organized, interestingOriginal, creative, well organized, interesting
Written material is clear and grammaticallyWritten material is clear and grammatically
correctcorrect
Meets criteria for individual categoriesMeets criteria for individual categories
Adherence to theme—20%Adherence to theme—20%
Clearly demonstrates a relationship to theClearly demonstrates a relationship to the
theme throughout the projecttheme throughout the project

TipsTips
Know your topic well. If you do, youKnow your topic well. If you do, you
should be prepared to answer judges’should be prepared to answer judges’
questions; however, the project shouldquestions; however, the project should
be able to stand on its own. Judgesbe able to stand on its own. Judges
should be able to get all the essentialshould be able to get all the essential
information by looking at your projectinformation by looking at your project
without you explaining it to them.without you explaining it to them.

 TipsTips
 Participants in groups should be sure to contributeParticipants in groups should be sure to contribute
equally to the discussion. Don’t let just one groupequally to the discussion. Don’t let just one group
member dominate the conversation. Judges want tomember dominate the conversation. Judges want to
know that all members participated and learned fromknow that all members participated and learned from
the project.the project.
 Know the rules and follow them. Points may beKnow the rules and follow them. Points may be
deducted for rules violations. For a copy of the rulesdeducted for rules violations. For a copy of the rules
seesee http://www.nhd.org/images/uploads/RuleBook14.pdf.http://www.nhd.org/images/uploads/RuleBook14.pdf.

Key TermsKey Terms
 Historical Significance—demonstrates changeHistorical Significance—demonstrates change
over time. In order to know if something isover time. In order to know if something is
significantsignificant in historyin history, enough time must have, enough time must have
passed for people to evaluate its significance.passed for people to evaluate its significance.
 Primary Source—a source that was created or inPrimary Source—a source that was created or in
use during the time period being studieduse during the time period being studied
 Secondary Source—a source created bySecondary Source—a source created by
someone who did not experience an event first-someone who did not experience an event first-
handhand

Key TermsKey Terms
 Bibliography—a list of source materials that areBibliography—a list of source materials that are
used to research your project.used to research your project.
 Annotation—an explanatory note that describesAnnotation—an explanatory note that describes
how each source in the bibliography was usefulhow each source in the bibliography was useful
in learning about your topic. (Note: it should notin learning about your topic. (Note: it should not
be a description of the content of the source.)be a description of the content of the source.)
 Thesis Statement—declares what you believeThesis Statement—declares what you believe
and what you intend to proveand what you intend to prove
 Plagiarism—using the works of others withoutPlagiarism—using the works of others without
proper attributionproper attribution

Key TermsKey Terms
 Bias—a particular way of looking at things thatBias—a particular way of looking at things that
prevents unprejudiced consideration.prevents unprejudiced consideration.
 Perspective—a particular point of view.Perspective—a particular point of view.
Historical works should attempt to look atHistorical works should attempt to look at
multiple perspectives.multiple perspectives.
 Context—background information; what thingsContext—background information; what things
were like before the event took placewere like before the event took place
 Student Composed—text the student hasStudent Composed—text the student has
created to explain the project. Includes titles,created to explain the project. Includes titles,
subtitles, captions, etc. It does not include briefsubtitles, captions, etc. It does not include brief
citations showing where an illustation came fromcitations showing where an illustation came from
or direct quotations.or direct quotations.

Need Assistance?Need Assistance?
ContactsContacts
If you have questions about rules or topicsIf you have questions about rules or topics
or need help finding sources, feel free toor need help finding sources, feel free to
contact the state coordinator Jo Anncontact the state coordinator Jo Ann
Williford at joann.williford@ncdcr.gov or byWilliford at joann.williford@ncdcr.gov or by
calling (919) 807-7284.calling (919) 807-7284.
Additional information may be found at:Additional information may be found at:
www.nchistoryday.orgwww.nchistoryday.org
www.nhd.orgwww.nhd.org

Fundamentals of a Good National History Day Project

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